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Chovet Santa Cruz HA, Miltenberger RG, Baruni RR. Evaluating Remote Behavioral Skills Training of Online Gaming Safety Skills. Behav Anal Pract 2024; 17:246-256. [PMID: 38405289 PMCID: PMC10891021 DOI: 10.1007/s40617-023-00830-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/18/2023] [Indexed: 02/27/2024] Open
Abstract
This study assessed the use of behavioral skills training for teaching online safety skills to two children, 7 and 9 years old. In situ assessments took place while playing the popular online game, Among Us, and consisted of confederates presenting lures to the child participants. Before training, the participants scored 1s and 0s, indicating a lack of online gaming safety skills. Both participants scored at mastery criterion (i.e., three scores of 3 in a row) following training. During the first 2-week follow-up, one participant scored a 1 because he did not leave the game following the presentation of a lure; his mother immediately implemented in situ training (IST). He scored at mastery criterion during the next follow-up assessment, indicating the effectiveness of the caregiver-implemented IST. The second participant scored a 3 during his 2-week follow-up.
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Affiliation(s)
- Henry A. Chovet Santa Cruz
- Department of Child and Family Studies, University of South Florida, 13301 Bruce B Downs Blvd, Tampa, FL 33612 USA
| | - Raymond G. Miltenberger
- Department of Child and Family Studies, University of South Florida, 13301 Bruce B Downs Blvd, Tampa, FL 33612 USA
| | - Rasha R. Baruni
- Department of Child and Family Studies, University of South Florida, 13301 Bruce B Downs Blvd, Tampa, FL 33612 USA
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2
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Baruni RR, Miltenberger RG. A Survey of Safety Skills Training Used by Behavior Analysts in Practice. Behav Anal Pract 2024; 17:270-282. [PMID: 38405279 PMCID: PMC10891037 DOI: 10.1007/s40617-023-00835-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/26/2023] [Indexed: 02/27/2024] Open
Abstract
This survey study examines the clinical practices and opinions of Behavior Analyst Certification Board (BACB) certificants regarding safety skills training with their clients with neurodevelopmental disabilities. This article focuses on five safety threats: abduction, sexual abuse, poisonous substances, firearms, and fire-starting agents. Respondents were asked to rate the importance of teaching their clients safety skills for each of these safety threats. Furthermore, the survey included questions pertaining to the use of behavioral interventions, notably behavioral skills training. Results from this preliminary survey of BACB certificants (N = 695) are included and we provide a discussion of current practices and recommendations for future research related to safety skills training among practitioners in clinical settings.
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Affiliation(s)
- Rasha R. Baruni
- Department of Psychology, University of Manitoba, Winnipeg, Canada
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3
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Novotny MA, Miltenberger RG, Baruni RR, Maxfield TC, Larson V, Yampolskaya S. Evaluating parent‐implemented behavioral skills training for teaching firearm safety skills. Behavioral Interventions 2023. [DOI: 10.1002/bin.1942] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/07/2023]
Affiliation(s)
| | | | - Rasha R. Baruni
- Department of Child and Family Studies University of South Florida Tampa Florida USA
| | - Trevor C. Maxfield
- Department of Child and Family Studies University of South Florida Tampa Florida USA
| | - Vanessa Larson
- Positive Behavior Supports Corporation Stuart Florida USA
| | - Svetlana Yampolskaya
- Department of Child and Family Studies University of South Florida Tampa Florida USA
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4
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Miller BG, Livingston CP, Zerger HM, Valbuena DA, Miltenberger RG. Evaluating public posting, goal setting, and rewards to increase physical activity in children. Behavioral Interventions 2022. [DOI: 10.1002/bin.1902] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Bryon G. Miller
- Department of Child and Family Studies University of South Florida Tampa Florida USA
| | | | - Heather M. Zerger
- Department of Child and Family Studies University of South Florida Tampa Florida USA
| | - Diego A. Valbuena
- Department of Child and Family Studies University of South Florida Tampa Florida USA
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5
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Gray HL, Pang T, Agazzi H, Shaffer-Hudkins E, Kim E, Miltenberger RG, Waters KA, Jimenez C, Harris M, Stern M. A nutrition education intervention to improve eating behaviors of children with autism spectrum disorder: Study protocol for a pilot randomized controlled trial. Contemp Clin Trials 2022; 119:106814. [PMID: 35671902 PMCID: PMC10822341 DOI: 10.1016/j.cct.2022.106814] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2022] [Revised: 05/26/2022] [Accepted: 05/30/2022] [Indexed: 11/28/2022]
Abstract
Autism spectrum disorder (ASD) is a developmental disorder that affects communication and social behaviors. Children with ASD often experience mealtime behavior challenges and selective eating behaviors. They also tend to consume fewer fruits and vegetables and more high-energy dense foods, compared to neurotypical peers. A nutrition intervention was designed to prevent the development of feeding disorders and the long-term negative health impacts associated with poor dietary intake. This randomized controlled trial will evaluate the feasibility and preliminary efficacy of the nutrition education intervention for children with ASD and their parents through the Early Intervention (EI) services. We will recruit EI providers and parent-child dyads (n = 48) from EI programs, and randomly assign them into Autism Eats intervention (n = 24) or enhance usual care (EUC) comparison group (n = 24). The Autism Eats is 10 weekly sessions delivered individually as part of EI, while the EUC group will receive only 1 nutrition education session and then weekly parent handouts. The Autism Eats integrates ASD-specific feeding strategies and behaviorally-focused intervention strategies such as goal setting. Feasibility indicators include reach/participation, attrition, completion, fidelity, compatibility, and qualitative participant feedback. Outcome measures include dietary intakes and mealtime behaviors of children with ASD using 3-day food records and a validated questionnaire, the Brief Autism Mealtime Behavior Inventory (BAMBI). We will examine whether there are differences in children's food intakes, variety, diet quality, and mealtime behaviors between Autism Eats and EUC groups at post-intervention and 5-month follow-up assessment. This study will provide critical data to inform a full-scale randomized controlled trial.
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Affiliation(s)
- Heewon L Gray
- College of Public Health, University of South Florida, Tampa, FL, United States of America.
| | - Tiantian Pang
- College of Public Health, University of South Florida, Tampa, FL, United States of America.
| | - Heather Agazzi
- Department of Pediatrics, Morsani College of Medicine, University of South Florida, Tampa, FL, United States of America.
| | - Emily Shaffer-Hudkins
- Department of Pediatrics, Morsani College of Medicine, University of South Florida, Tampa, FL, United States of America.
| | - Eunsook Kim
- Department of Educational Measurement and Research, College of Education, University of South Florida, Tampa, FL, United States of America.
| | - Raymond G Miltenberger
- Department of Child and Family Studies, College of Behavioral and Community Sciences, University of South Florida, Tampa, FL, United States of America.
| | - Karah A Waters
- College of Public Health, University of South Florida, Tampa, FL, United States of America.
| | - Claudia Jimenez
- College of Public Health, University of South Florida, Tampa, FL, United States of America.
| | - Monise Harris
- College of Public Health, University of South Florida, Tampa, FL, United States of America.
| | - Marilyn Stern
- Department of Child and Family Studies, College of Behavioral and Community Sciences, University of South Florida, Tampa, FL, United States of America.
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6
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Capalbo A, Miltenberger RG, Cook JL. Training soccer goalkeeping skills: Is video modeling enough? J Appl Behav Anal 2022; 55:958-970. [PMID: 35616525 DOI: 10.1002/jaba.937] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Accepted: 05/03/2022] [Indexed: 11/07/2022]
Abstract
Scant literature exists assessing the effectiveness of video modeling (VM) alone in the sports literature. Further evaluations of VM to improve sports skills is warranted because VM is an accessible and efficient procedure that has successfully improved skills in other fields of practice (e.g., staff training, medical procedures). Additionally, behavior analysts have not evaluated interventions for improving goalkeeping skills for individual soccer players. Therefore, we replicated the 1 behavior-analytic sports study on VM (Quinn et al., 2020), using a multiple baseline design across behaviors to evaluate the effects of VM and VM + video feedback (VF) to train 3 goalkeeper skills to two 9-year-old soccer players. The results showed that, although VM had some effect on performance compared to baseline, VM + VF resulted in the robust outcomes necessary for proficient performance of the goalkeeper skills. We discuss the results and limitations.
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Affiliation(s)
| | | | - Jennifer L Cook
- Department of Child and Family Studies, University of South Florida
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7
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Ortiz SM, Deshais MA, Miltenberger RG, Reeve KF. Decreasing nervous habits during public speaking: A component analysis of awareness training. J Appl Behav Anal 2021; 55:230-248. [PMID: 34545944 DOI: 10.1002/jaba.882] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2021] [Revised: 09/03/2021] [Accepted: 09/05/2021] [Indexed: 11/06/2022]
Abstract
Awareness training can produce decreases in nervous habits during public speaking. A systematic replication of Montes et al. (2020) was conducted to evaluate the independent and additive effects of awareness training components (i.e., response description, response detection) on speech disfluencies during public speaking. We extended prior research by evaluating response description alone, delivering the intervention virtually, using novel videos and speech topics during training, and measuring collateral effects on untargeted responses and speech rate. Response description was sufficient at reducing speech disfluencies for 4 of 9 participants. Response detection (video training) was necessary for 2 participants, and the subsequent addition of response detection (in-vivo training) was necessary for 3 participants. Reductions were maintained during follow-up and generalization probes for most participants. Collateral effects of awareness training components were idiosyncratic. A post-hoc analysis revealed that response description, when effective as a stand-alone intervention, may be more efficient than the full awareness training package.
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Affiliation(s)
| | | | | | - Kenneth F Reeve
- Department of Applied Behavior Analysis, Caldwell University
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8
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Orner ME, Miltenberger RG, Maxfield T. Evaluating small‐scale simulation training of firearm safety to children with autism spectrum disorder. Behavioral Interventions 2021. [DOI: 10.1002/bin.1790] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Margaret E. Orner
- Department of Child and Family Studies University of South Florida Tampa Florida USA
| | | | - Trevor Maxfield
- Department of Child and Family Studies University of South Florida Tampa Florida USA
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9
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Petit-Frere P, Miltenberger RG. Evaluating a modified behavioral skills training procedure for teaching poison prevention skills to children with autism. J Appl Behav Anal 2020; 54:783-792. [PMID: 33225468 DOI: 10.1002/jaba.799] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Revised: 10/15/2020] [Accepted: 10/15/2020] [Indexed: 11/05/2022]
Abstract
Accidental poisonings can occur for children with disabilities as a result of ingesting household products, such as medications and cleaning chemicals, if the products are not stored safely. Behavioral approaches such as behavioral skills training (BST) have been used in previous research to teach safety skills to children with disabilities. However, research suggests that BST is not always effective for teaching safety skills to children with and without disabilities. Thus, the purpose of this study was to evaluate the efficacy of a modified BST package that incorporated a system of least prompts. A nonconcurrent multiple baseline design across participants was used to evaluate the effects of intervention with three 6-8-year-old children with autism. Results showed that BST with the prompt sequence increased poison prevention skills for all 3 participants and the skills maintained at follow-up.
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10
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Novotny MA, Miltenberger RG, Frederick K, Maxfield TC. An evaluation of parent implemented
web‐based
behavioral skills training for firearm safety. Behavioral Interventions 2020. [DOI: 10.1002/bin.1728] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Marissa A. Novotny
- Department of Educational Psychology, Applied Behavior Analysis Program The University of Texas at San Antonio San Antonio Texas USA
| | | | - Katelyn Frederick
- Child and Family Studies University of South Florida Tampa Florida USA
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11
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Heinicke MR, Stiede JT, Miltenberger RG, Woods DW. Reducing risky behavior with habit reversal: A review of behavioral strategies to reduce habitual hand-to-head behavior. J Appl Behav Anal 2020; 53:1225-1236. [PMID: 32686131 PMCID: PMC7404378 DOI: 10.1002/jaba.745] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2020] [Revised: 06/17/2020] [Accepted: 06/17/2020] [Indexed: 12/03/2022]
Abstract
Habit reversal training (HRT) has been a mainstay of behavior analysts' repertoire for nearly the last 50 years. HRT has been effective in treating a host of repetitive behavior problems. In the face of the current coronavirus pandemic, HRT has practical public health importance as a possible intervention for reducing hand‐to‐head behaviors that increase the risk of viral infection. The current paper provides a brief review of HRT for hand‐to‐head habits that is designed for a broad audience and concludes with practical suggestions, based on HRT, for reducing face‐touching behaviors.
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Abstract
Serious threats to child safety are infrequent and unpredictable but can lead to serious injury and death. To stay safe, children must identify and avoid contact with a safety threat, escape from it, and report it to an adult so the adult can remove the threat. Research shows that active learning approaches are effective for teaching children to engage in these safety skills. Passive learning approaches are not effective. Active learning approaches require children to practice the skills in the presence of simulated threats with feedback to reinforce correct responses and promote generalization of skills to the natural environment.
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Affiliation(s)
- Raymond G Miltenberger
- Department of Child and Family Studies, University of South Florida, MHC2113A, Tampa, FL 33612, USA.
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13
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Boyden DE, Miltenberger RG, Novotny MA. Evaluating the influence of time of day on activity engagement in persons with dementia. Behavioral Interventions 2019. [DOI: 10.1002/bin.1697] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Darienne E. Boyden
- Department of Child and Family StudiesUniversity of South Florida United States of America
| | | | - Marissa A. Novotny
- Department of Educational PsychologyUniversity of Texas at San Antonio San Antonio Texas
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14
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Maxfield TC, Miltenberger RG, Novotny MA. Evaluating small-scale simulation for training firearm safety skills. J Appl Behav Anal 2018; 52:491-498. [PMID: 30549013 DOI: 10.1002/jaba.535] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2017] [Accepted: 05/13/2018] [Indexed: 11/06/2022]
Abstract
There is limited research using small-scale simulation in applied behavior analysis. We used small-scale simulation to train firearm safety skills to 3- to 5-year-old children and assessed whether the skills generalized to the natural environment through in situ assessment. Three participants completed the training, and all participants learned the safety skills from simulation training. Two of the participants acquired the safety skills after the first simulation training, and the third participant required one booster training before demonstrating the safety skills in the natural environment.
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15
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Miller BG, Valbuena DA, Zerger HM, Miltenberger RG. Evaluating public posting, goal setting, and rewards to increase physical activity during school recess. Behavioral Interventions 2018. [DOI: 10.1002/bin.1631] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Bryon G. Miller
- Department of Child and Family Studies; University of South Florida; Tampa FL USA
| | - Diego A. Valbuena
- Department of Child and Family Studies; University of South Florida; Tampa FL USA
| | - Heather M. Zerger
- Department of Child and Family Studies; University of South Florida; Tampa FL USA
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Abstract
This commentary describes my perspective on training behavior analysts based on over 30 years of experience. The two important activities involved in training behavior analysts are teaching and mentoring. In this paper, I describe my perspectives on each.
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17
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Tai SSM, Miltenberger RG. Evaluating behavioral skills training to teach safe tackling skills to youth football players. J Appl Behav Anal 2017; 50:849-855. [PMID: 28940381 DOI: 10.1002/jaba.412] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2016] [Accepted: 12/27/2016] [Indexed: 11/12/2022]
Abstract
With concussion rates on the rise for football players, there is a need for further research to increase skills and decrease injuries. Behavioral skills training is effective in teaching a wide variety of skills but has yet to be studied in the sports setting. We evaluated behavioral skills training to teach safer tackling techniques to six participants from a Pop Warner football team. Safer tackling techniques increased during practice and generalized to games for the two participants who had opportunities to tackle in games.
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18
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Valbuena D, Miller BG, Samaha AL, Miltenberger RG. Data presentation options to manage variability in physical activity research. J Appl Behav Anal 2017; 50:622-640. [PMID: 28556987 DOI: 10.1002/jaba.397] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2015] [Accepted: 09/19/2016] [Indexed: 11/10/2022]
Abstract
This paper presents seven tactics for managing the variability evident in some physical activity data. High levels of variability in daily step-count data from pedometers or accelerometers can make typical visual inspection difficult. Therefore, the purpose of the current paper is to discuss several strategies that might facilitate the visual interpretation of highly variable data. The seven strategies discussed in this paper are phase mean and median lines, daily average per week, weekly cumulative, proportion of baseline, 7-day moving average, change point detection, and confidence intervals. We apply each strategy to a data set and discuss the advantages and disadvantages.
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Zerger HM, Miller BG, Valbuena D, Miltenberger RG. Effects of student pairing and public review on physical activity during school recess. J Appl Behav Anal 2017; 50:529-537. [DOI: 10.1002/jaba.389] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2015] [Accepted: 09/28/2016] [Indexed: 11/05/2022]
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Abstract
Researchers have recently called for a greater emphasis on the use of functional assessment procedures in the selection of treatment strategies for problem behavior in persons with mental retardation. In applied settings there are several methods available for conducting a functional assessment. This article identifies and describes three methods that have been used in applied behavior analysis research: informant assessment (e.g., behavioral interviews, rating scales, and questionnaires), direct observation assessment, and experimental analysis. Although experimental analysis provides the most conclusive information regarding controlling variables for a behavior problem, less rigorous methods of assessment also yield important information with which to select and evaluate treatment strategies. This article reviews the strengths and weaknesses of each functional assessment method and provides a case example to illustrate the use of the various assessment procedures.
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Abstract
Three functional assessment methods were conducted with four adults with severe to profound mental retardation who exhibited stereotypic behavior. We compared the results of an informant assessment using the MAS, an A-B-C direct observation assessment, and a functional analysis in which variables were manipulated in four experimental conditions. The results of the A-B-C observations and the MAS indicated a sensory function of the stereotypic behavior for all subjects. The functional analysis results were more ambiguous, with a different pattern of results for each subject. These results are discussed with regard to the practicality and utility of each functional assessment procedure conducted in an applied setting.
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Larson JL, Miltenberger RG. The Influence of Antecedent Exercise on Problem Behaviors in Persons with Mental Retardation: A Failure to Replicate. ACTA ACUST UNITED AC 2016. [DOI: 10.1177/154079699201700108] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The purpose of this study was to evaluate the effects of a jogging program on behavior problems in adults with mental retardation. Six adults with severe mental retardation were exposed to sequential conditions of baseline (routine physical education activities), leisure games (attention control), and 15 minutes of daily jogging. The results showed that neither the jogging nor the leisure games condition produced consistent changes in problem behaviors. Possible explanations for this failure to replicate results of previous studies are discussed.
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Meidinger AL, Miltenberger RG, Himle M, Omvig M, Trainor C, Crosby R. An Investigation of Tic Suppression and the Rebound Effect in Tourette’s Disorder. Behav Modif 2016; 29:716-45. [PMID: 16046662 DOI: 10.1177/0145445505279262] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Many patients, parents of children with Tourette’s disorder, and professionals have suggested that following a period of suppression, tics will rebound to a rate that will exceed the average rate of occurrence. At present, there are no empirical data to support or refute such an effect. This experiment utilized an A-B-A design with replication to test this hypothesized effect. Following baseline observation, participants were instructed to refrain from exhibiting tics while watching videotapes, engaging in conversation, or while alone in a room with no activity. Observation continued following the suppression phase. Results of this experiment showed suppression of tics in almost one half of all sessions, with adults demonstrating suppression more frequently. Furthermore, results of this experiment failed to support a commonly held perception that following a period of voluntary suppression tics will rebound to a rate that will exceed the average rate of occurrence.
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Affiliation(s)
- Amy L Meidinger
- Department of Psychology, University of Alabama, Birmingham, AL, USA
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24
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Abstract
This study used video feedback to improve the horseback-riding skills of advanced beginning riders. We focused on 3 skill sets: those used in jumping over obstacles, dressage riding on the flat, and jumping position riding on the flat. Baseline consisted of standard lesson procedures. Intervention consisted of video feedback in which a recorded attempt at the target behavior was immediately shown to the rider and the instructor. The rider and instructor reviewed the video while the instructor delivered feedback. After the lesson, experimenters scored riding position according to checklists that corresponded to each skill. For all participants, video feedback increased their correct riding skills.
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25
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Mancuso C, Miltenberger RG. Using habit reversal to decrease filled pauses in public speaking. J Appl Behav Anal 2015; 49:188-92. [DOI: 10.1002/jaba.267] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2014] [Accepted: 07/21/2015] [Indexed: 11/08/2022]
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27
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Quinn MJ, Miltenberger RG, Fogel VA. Using tagteach to improve the proficiency of dance movements. J Appl Behav Anal 2015; 48:11-24. [DOI: 10.1002/jaba.191] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2013] [Accepted: 07/30/2014] [Indexed: 11/07/2022]
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28
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Wack SR, Crosland KA, Miltenberger RG. Using goal setting and feedback to increase weekly running distance. J Appl Behav Anal 2014; 47:181-5. [PMID: 24604394 DOI: 10.1002/jaba.108] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2013] [Accepted: 10/07/2013] [Indexed: 11/10/2022]
Abstract
We evaluated goal setting with performance feedback to increase running distance among 5 healthy adults. Participants set a short-term goal each week and a long-term goal to achieve on completion of the study. Results demonstrated that goal setting and performance feedback increased running distance for all participants.
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29
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Gilliam A, Weil TM, Miltenberger RG. Effects of preference on the emergence of untrained verbal operants. J Appl Behav Anal 2013; 46:523-7. [PMID: 24114167 DOI: 10.1002/jaba.34] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2011] [Accepted: 06/01/2012] [Indexed: 11/11/2022]
Abstract
The current study replicated and extended the findings of Wallace, Iwata, and Hanley (2006), who demonstrated conditions that facilitated the transfer from tact to mand relations. Students in the current study were taught to tact both high-preference (HP) and low-preference (LP) items and subsequently were assessed on their ability to mand for those items. The results showed the emergence of mands for HP items but not LP items following tact training.
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Miltenberger RG, Fogel VA, Beck KV, Koehler S, Shayne R, Noah J, McFee K, Perdomo A, Chan P, Simmons D, Godish D. Efficacy of the stranger safety abduction-prevention program and parent-conducted in situ training. J Appl Behav Anal 2013; 46:817-20. [PMID: 24114614 DOI: 10.1002/jaba.80] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2012] [Accepted: 05/22/2013] [Indexed: 11/06/2022]
Abstract
Using a control group design, we evaluated the effectiveness of the Stranger Safety DVD (The Safe Side, 2004) and parent training of abduction-prevention skills with 6- to 8-year-old children. Children in the training or control group who did not demonstrate the safety skills received in situ training from their parents. There was no significant difference in safety skills between the training and control groups after the training group viewed the DVD. Children in both groups scored significantly better after receiving in situ training, with no significant difference in performance between groups.
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Shayne R, Miltenberger RG. EVALUATION OF BEHAVIORAL SKILLS TRAINING FOR TEACHING FUNCTIONAL ASSESSMENT AND TREATMENT SELECTION SKILLS TO PARENTS. Behav Intervent 2012. [DOI: 10.1002/bin.1350] [Citation(s) in RCA: 35] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Miltenberger RG. Teaching safety skills to children: prevention of firearm injury as an exemplar of best practice in assessment, training, and generalization of safety skills. Behav Anal Pract 2012; 1:30-6. [PMID: 22477677 DOI: 10.1007/bf03391718] [Citation(s) in RCA: 43] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
The focus of this paper is on teaching safety skills to children with an emphasis on recent research on behavioral skills training for the prevention of firearm injury. Following a discussion of safety skills and methods for assessing these skills, the paper reviews recent research on behavioral skills training and in situ training for teaching safety skills to prevent firearm injury. Strategies for promoting generalization and increasing the efficiency of training are then discussed, along with a summary of conclusions that can be drawn from the research and guidelines for best practices in teaching safety skills to children.
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Shayne RK, Fogel VA, Miltenberger RG, Koehler S. The effects of exergaming on physical activity in a third-grade physical education class. J Appl Behav Anal 2012; 45:211-5. [PMID: 22403468 DOI: 10.1901/jaba.2012.45-211] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2010] [Accepted: 08/24/2011] [Indexed: 12/29/2022]
Abstract
We compared the effects of exergaming and traditional physical education on physical activity among 4 active children who were not overweight and who had experience with the exergaming activities prior to the study. Results showed that exergaming produced substantially higher percentages of physical activity and opportunity to engage in physical activity. In addition, an evaluation of the exergaming equipment showed that exergaming stations were associated with differential levels of physical activity across participants.
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Toelken S, Miltenberger RG. INCREASING INDEPENDENCE AMONG CHILDREN DIAGNOSED WITH AUTISM USING A BRIEF EMBEDDED TEACHING STRATEGY. Behav Intervent 2012. [DOI: 10.1002/bin.337] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Stephanie Toelken
- University of South Florida; Department of Child & Family Studies; Tampa; FL; 33612; USA
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Fogel VA, Miltenberger RG, Graves R, Koehler S. The effects of exergaming on physical activity among inactive children in a physical education classroom. J Appl Behav Anal 2011; 43:591-600. [PMID: 21541146 DOI: 10.1901/jaba.2010.43-591] [Citation(s) in RCA: 80] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2009] [Accepted: 11/29/2009] [Indexed: 11/22/2022]
Abstract
Childhood obesity, which is due in part to lack of physical activity, is a serious concern that requires the attention of the behavioral community. Although excessive video game play has been noted in the literature as a contributor to childhood obesity, newer video gaming technology, called exergaming, has been designed to capitalize on the reinforcing effects of video games to increase physical activity in children. This study evaluated the effects of exergaming on physical activity among 4 inactive children in a physical education (PE) classroom. Results showed that exergaming produced substantially more minutes of physical activity and more minutes of opportunity to engage in physical activity than did the standard PE program. In addition, exergaming was socially acceptable to both the students and the PE teacher. Exergaming appears to hold promise as a method for increasing physical activity among inactive children and might be a possible intervention for childhood obesity.
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Boyer E, Miltenberger RG, Batsche C, Fogel V. Video modeling by experts with video feedback to enhance gymnastics skills. J Appl Behav Anal 2010; 42:855-60. [PMID: 20514194 DOI: 10.1901/jaba.2009.42-855] [Citation(s) in RCA: 58] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2008] [Accepted: 02/17/2009] [Indexed: 10/19/2022]
Abstract
The effects of combining video modeling by experts with video feedback were analyzed with 4 female competitive gymnasts (7 to 10 years old) in a multiple baseline design across behaviors. During the intervention, after the gymnast performed a specific gymnastics skill, she viewed a video segment showing an expert gymnast performing the same skill and then viewed a video replay of her own performance of the skill. The results showed that all gymnasts demonstrated improved performance across three gymnastics skills following exposure to the intervention.
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Affiliation(s)
- Eva Boyer
- University of South Florida, Tampa, Florida 33612, USA
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Beck KV, Miltenberger RG. Evaluation of a commercially available program and in situ training by parents to teach abduction-prevention skills to children. J Appl Behav Anal 2010; 42:761-72. [PMID: 20514182 DOI: 10.1901/jaba.2009.42-761] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2008] [Accepted: 11/26/2008] [Indexed: 10/19/2022]
Abstract
Child abduction is a serious problem; therefore, it is essential that researchers evaluate the efficacy of commercially available abduction-prevention programs. A multiple baseline design across participants (ages 6 to 8 years) was used to evaluate the effects of a training program, The Safe Side. Experimenters assessed safety responses in situ in two different situations (knock on the door and interaction by a stranger in public). Results revealed that participants did not demonstrate the safety skills following Safe Side training. All participants subsequently received in situ training (IST) implemented by the parent. Additional assessments and IST were conducted until each participant performed the skills to criterion. All participants demonstrated criterion performance following IST and maintained the skills over time.
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Abstract
We evaluated the efficacy of a commercially available program, the Red Flag, Green Flag Prevention Book, used by parents to teach their children personal safety skills. Children's knowledge and skills regarding the prevention of sexual abuse and abduction were assessed prior to, during, and after training. In one group, training consisted of parents using the prevention book to train their children. Parents of children in the second group used the prevention book with added instructions. Children who did not achieve criterion performance after training with the prevention book received behavioral skills training provided by the experimenter. All children acquired safety skills following behavioral skills training. Follow-up probes 2 months later showed skill maintenance among the older children. Parents reported satisfaction with the procedures and no signs of behavioral or emotional problems following the follow-up probe.
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Abstract
Prior research has shown that muscle tics can be suppressed by the performance of a competing response contingent on the occurrence of the muscle tics. In an effort to determine whether the topography of the competing response was important to the muscle tic suppressing effects of contingent competing response practice, we evaluated the effects of a competing response that was topographically dissimilar to the muscle tic. Three subjects engaged in dissimilar competing responses contingent on the occurrence of a muscle tic; 2 of these subjects subsequently engaged in similar competing response practice. The results showed a decrease in objective measures of muscle tic frequency with the introduction of dissimilar competing response practice for each subject; subsequent exposure to similar competing response practice for 2 subjects resulted in no additional decrement in the level of muscle tics. These results suggest that the topography of the competing response may not be crucial for the suppression of muscle tics. Discrepancies between the objective measures of muscle tics and self-recorded measures are noted and discussed.
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Mowery JM, Miltenberger RG, Weil TM. Evaluating the effects of reactivity to supervisor presence on staff response to tactile prompts and self-monitoring in a group home setting. Behav Intervent 2009. [DOI: 10.1002/bin.296] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Phelps KA, Miltenberger RG, Jens T, Wadeson H. An investigation of the effects of dog visits on depression, mood, and social interaction in elderly individuals living in a nursing home. Behav Intervent 2008. [DOI: 10.1002/bin.263] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Jostad CM, Miltenberger RG, Kelso P, Knudson P. Peer tutoring to prevent firearm play acquisition, generalization, and long-term maintenance of safety skills. J Appl Behav Anal 2008; 41:117-23. [PMID: 18468285 DOI: 10.1901/jaba.2008.41-117] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Hundreds of accidental injuries and deaths to children occur annually in the United States as a result of firearm play. Behavioral skills training (BST) and in situ training have been found to be effective in teaching children the skills to use if they find a firearm, but training requires substantial time and effort. The current study examined the use of peers as tutors as a potential way to decrease the time and resources needed to teach these safety skills to youngsters. Peer trainers conducted BST and in situ training with other children. Children taught by the peer trainers acquired the safety skills and demonstrated them in naturalistic situations in which the skills were needed. Furthermore, all of the peer trainers acquired and maintained the skills. These results support the use of peer tutoring for teaching safety skills to other children.
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Abstract
Binge eating is a serious behavior problem exhibited by individuals diagnosed with binge eating disorder and bulimia nervosa. Binge eating is thought to be maintained by automatic negative reinforcement in the form of relief from negative emotional responding. Current treatments produce only moderate abstinence, perhaps because they do not attempt to alter the functional consequences of the behavior. Although extinction has been thought impossible with behaviors maintained by automatic negative reinforcement, this study evaluated the application of extinction with binge eating. Four women who reported engaging in binge eating at least twice per week participated. Participants listened to an audio tape recording of the covert verbal behavior associated with their negative emotional responding during the binge to prevent alleviation of the negative emotional responding, thus eliminating the reinforcer in an attempt to reduce the behavior. The procedure effectively reduced frequency of the binges when correctly implemented. Implications and suggestions for future research are discussed.
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Horn JA, Miltenberger RG, Weil T, Mowery J, Conn M, Sams L. Teaching laundry skills to individuals with developmental disabilities using video prompting. ACTA ACUST UNITED AC 2008. [DOI: 10.1037/h0100857] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Woods DW, Himle MB, Miltenberger RG, Carr JE, Osmon DC, Karsten AM, Jostad C, Bosch A. Durability, Negative Impact, and Neuropsychological Predictors of Tic Suppression in Children with Chronic Tic Disorder. J Abnorm Child Psychol 2007; 36:237-45. [PMID: 17717739 DOI: 10.1007/s10802-007-9173-9] [Citation(s) in RCA: 43] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2007] [Accepted: 08/07/2007] [Indexed: 10/22/2022]
Abstract
Chronic tic disorders are characterized by involuntary motor and vocal tics, which are influenced by contextual factors. Recent research has shown that (a) children can suppress tics for brief periods of time, (b) suppression is enhanced when programmed reinforcement is provided for tic-free intervals, and (c) short periods of suppression do not result in a paradoxical "rebound" in tic frequency when active suppression has ceased. The current study extended existing research in three important ways. First, we examined whether tic suppression ability decreased as suppression duration increased from 5 to 25 to 40 min. Second, we examined post-suppression tic frequency to test whether longer periods of suppression were more likely to be associated with a rebound effect. Finally, we explored neuropsychological predictors of tic suppression. Thirteen children with Tourette syndrome or a chronic tic disorder completed the study. Results showed that (a) tic suppression was sustained for all of the suppression durations, (b) rebound effects were not observed following any of the suppression durations, and (c) ability to suppress was correlated with omission, but not commission errors on a continuous performance task. Implications of these findings are discussed.
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Affiliation(s)
- Douglas W Woods
- Department of Psychology, University of Wisconsin-Milwaukee, 2441 E. Hartford Avenue, Garland Hall Room 224, Milwaukee, WI 53211, USA.
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Egemo-Helm KR, Miltenberger RG, Knudson P, Finstrom N, Jostad C, Johnson B. An evaluation ofin situ training to teach sexual abuse prevention skills to women with mental retardation. Behav Intervent 2007. [DOI: 10.1002/bin.234] [Citation(s) in RCA: 61] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Johnson BM, Miltenberger RG, Knudson P, Egemo-Helm K, Kelso P, Jostad C, Langley L. A preliminary evaluation of two behavioral skills training procedures for teaching abduction-prevention skills to schoolchildren. J Appl Behav Anal 2006; 39:25-34. [PMID: 16602383 PMCID: PMC1389609 DOI: 10.1901/jaba.2006.167-04] [Citation(s) in RCA: 40] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Although child abduction is a low-rate event, it presents a serious threat to the safety of children. The victims of child abduction face the threat of physical and emotional injury, sexual abuse, and death. Previous research has shown that behavioral skills training (BST) is effective in teaching children abduction-prevention skills, although not all children learn the skills. This study compared BST only to BST with an added in situ training component to teach abduction-prevention skills in a small-group format to schoolchildren. Results showed that both programs were effective in teaching abduction-prevention skills. In addition, the scores for the group that received in situ training were significantly higher than scores for the group that received BST alone at the 3-month follow-up assessment.
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Affiliation(s)
| | - Raymond G Miltenberger
- For reprints, contact Raymond G Miltenberger, Department of Psychology, North Dakota State University, Fargo, North Dakota 58105, e-mail:
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